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Grade 1: Handout 3D.10, Grade 1 Speaking Task Type TGE

Grades 3-5: Handout 3D.9, Grades 3-5 Speaking Task Type TGE

Grades 11-12: Handout 3D.11, Grades 11-12 Speaking Task Type TGE

All grades: Handout 3D.7, Score Charting Worksheet

Handout 3D.12, Speaking Task Type Video Links

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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CDE values your feedback as educators on the new ELPAC Interim Assessments.

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CDE values your feedback as educators on the new ELPAC Interim Assessments.

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Use the + symbol at the top of the column to post your comments.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 5.

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Use the + symbol at the top of the column to post your question(s) for Section 5.

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. What do you notice?

2. What do you wonder?

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Use the + symbol at the top of the column to post your question(s) for Section 4.

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Use the + symbol at the top of the column to post your question(s) for Section 4.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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Please post technical issues or questions here. 

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Please post technical issues or questions here. 

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You should have received an email with a link to access the meeting materials. The link will also be shared in the chat periodically throughout the session.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. What do you notice?

2. What do you wonder?

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Explore and reflect on the materials associated with your chosen pathway

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Explore and reflect on the materials associated with your chosen pathway

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As a group, decide how you will spend your time. You may wish to:

-Discuss the task

-View anchor set videos (3D.12) and discuss justifications in TGEs

-Practice scoring using the check set in your TGE and/or videos (3D.12)

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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Select the performance task you would like to engage with.

Pathway K–2

– will work with tasks from the grade one ELPAC Interim Assessments

Pathway 3–5

– will work with tasks from the grade span three through five ELPAC Interim Assessments

Pathway 6–12

– will work with tasks from the grade span 11 through 12 ELPAC Interim Assessments.

1. Select [Participants], located in the bottom toolbar of the meeting window.

2. Hover over your name and select [More].

3. Select Rename and add either “K–2,” “3–5,” or “6–12” to the beginning of your name.

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You will receive an email with an evaluation survey and verification of attendance for each of the sessions you have attended. If you do not receive the email by the end of the day tomorrow, email CalTrainings@WestEd.org for assistance.

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Discuss one or more of these questions in your group:

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Discuss one or more of these questions in your group:

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-What is your reaction to these scores student samples?

-Consider how you could use student data to assess student progress toward ELP and to inform teaching and learning. What teaching and learning strategies can be used to help students develop the language, knowledge, and skills needed to meaningfully engage with these tasks?

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ELPAC Interim Assessment Task Types by Domain

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ELPAC Interim Assessment Task Types by Domain

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For more information on upcoming training opportunities, including additional sessions in the 2023 Interim and Formative Assessment Training Series, please visit www.caaspp.org/training/training-opportunities.html

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On behalf of the California Department of Education, ETS and the Sacramento County Office of Education host a variety of workshops and professional development opportunities each year. Trainings are held at various locations throughout California and several trainings are also broadcast as live-streamed webinars. Training opportunities are available for both CAASPP and ELPAC coordinators as well as classroom educators.

In light of the measures being taken nationwide to slow the spread of coronavirus disease 2019 (COVID-19), all trainings will be delivered virtually through June 2021. Trainings at a county office of education (COE) may be offered in-person at the discretion of the COE.

The following lists current and upcoming training opportunities. Use the filtering options below to display events that are most relevant to you. Select a training opportunity for a description and link to register.

Filter by:

Filter by program and training method:

Filter by audience and experience:

Missed a recent training? Find recordings and other materials on the Past Training Opportunities and Materials web page.
Back to Top ▲

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On behalf of the California Department of Education, ETS and the Sacramento County Office of Education host a variety of workshops and professional development opportunities each year. Trainings are held at various locations throughout California and several trainings are also broadcast as live-streamed webinars.

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Understanding the California Educator Reporting System (CERS)

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This web page lists training opportunities and materials for recorded live sessions and asynchronous courses in alphabetical order. Use the filtering options below to display trainings that are most relevant to you. Select a training opportunity for a description, audience, recordings, and materials.

To view upcoming live training opportunities, please visit the Upcoming Training Opportunities web page.

Filter by:
Back to Top ▲

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This web page lists training opportunities and materials for recorded live sessions and asynchronous courses in alphabetical order.

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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2023 Interim and Formative Assessment Training Series Evaluation Form

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2023 Interim and Formative Assessment Training Series Evaluation Form.

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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Welcome to the CAASPP-ELPAC Moodle Training Site

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The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC and the Alternate ELPAC.

News and Tips for the ELPAC Administration

1. CAST and ELPAC Interim Assessments Now Available to Administer

The CAST and ELPAC Interim Assessments are now available to administer in the test delivery system. Visit the CAASPP Interim Assessment Administration Resources web page, the ELPAC Interim Assessment Administration Resources web page, and the Interim Assessment User Guide for more information.

2. 2023-24 California Assessment Accessibility Matrix Now Available

The California Assessment Accessibility Resources Matrix has been updated for 2023-24 and can be accessed from the Accessibility Resources web page.

3. October 4 Deadline: CBEDS Reminder

For newly enrolled students to be included in the 2023-24 Unduplicated Pupil Count used to determine funding for the supplemental and concentration grants under the Local Control Funding Formula, students must complete the entire Initial ELPAC (all four domains) or the Initial Alternate ELPAC on or before Census Day, which is October 4, 2023. For more information regarding Census Day, visit the California Basic Educational Data System (CBEDS) website.

4. ELPAC Administration for Transitional Kindergarten Students

For 2023-24, LEAs are required to administer the Initial ELPAC or Initial Alternate ELPAC to all eligible students enrolled in kindergarten-including students in transitional kindergarten (TK), which is defined as year one of a two-year kindergarten program. LEAs will continue to follow the same process for identifying potential EL students and annually assessing EL students.

5. Initial ELPAC RSVP Must Use Scannable K-2 Answer Books

LEAs that are selected for RSVP, must use scannable K-2 Answer Books. LEAs that are part of RSVP cannot use answer books from previous years. View the list of LEAs that are participating in 2023-24 on the Rotating Score Validation Process for the Initial ELPAC Web page.

6. Useful Reference Guides

The Pause Rules Guide and the Expiration Rules Guide were updated and can be found on the Videos and Quick Reference Guides web page.

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english language proficiency assessments for california

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The English Language Proficiency Assessments for California (ELPAC) Web site serves as the portal for resources that a local educational agency will need to administer the ELPAC.

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California local educational agency (LEA) testing coordinators can use this website as a resource to find helpful information, instructions, training, forms, and external links that will facilitate test administration.

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Are ELPAC Interim Assessments appropriate to use for student "practice"?

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Are ELPAC Interim Assessments appropriate to use for student "practice"?

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How are interim assessments different than the one practice test that is already available?

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How are interim assessments different than the one practice test that is already available?

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I do not have a product key to open these files

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The link continues to direct me to outlook rather then the materials needed to participate with this portion of the webinar

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1. Need practice in reading Venn diagrams

Students would need practice in writing compound sentences, which is part of the ELD standards

Need practice in characterization.

2. I'm wondering how this might work in a non-standardized environment. Students could practice speaking, listening, and writing skills.

Using pairs in a non-standardized environment would force them to active participants in their own learning.

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Notice:

the students had to understand the organization of the Venn Diagram

need to now compare and contrast

vocabulary: same, different, series of structure, FANBOYS, being able to write without creating a run-on

Wonder:

vocabulary, accessibility tools, anxiety level of the student

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6/12: Michael, Amy, Barbara, Eneida, Anel, Arleen

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6/12: Michael, Amy, Barbara, Eneida, Anel, Arleen

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-demands: Knowing how to read a venn diagram, language

-barriers: testing interface, conjugating verbs

-Use of graphic organizers in daily lessons

-Level of academic language

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Notice:

use of compare and contrast language

Wonder:

If they write two sentences- need to see rubric

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In class, students think they need to look for/seek out a classmate

If not familiar with graphic organizers, this can be a challenge

Everything is organized in a format that is easy to follow

Break down the prompt, make sure student knows they are to respond in one sentence. Underscores the importance of the exposure to assessment content, getting student's used to attending to and following the directions.

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Similar to the rubric and samples in the Practice Test DFA and Scoring Guide

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Similar to the rubric and samples in the Practice Test DFA and Scoring Guide

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If folks are looking to share non-secure materials with students and other educators, Practice Test materials can support. Having teachers and students analyze and sort samples using the rubric was powerful. For example, teachers and students can be asked to take a 2 rubric sample and make it a 4.

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Thinking about how teachers can fold writing interims into their year long instructional plans. 1- plan out writing genres for the year, 2- align ELD and ELA standards, 3-plan out where ELPAC writing task types can be integrated, 4-use practice test resources to unpack expectations and practice, 5- use interim assessment to identify gaps

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Are the directions for the Summarizing an Academic presentation visible for students to see?

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For the summarize an academic presentation, does the designated support allow students to pause the presentation and/or listen to it again?

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Difficult for students.- Students will be lost if the test is given without preparing them.

Rubric- will be very helpful to be familiar with it- teacher and student

Notetaking- some may not be good notetakers.

Notice: designated support. Does examiner say this during testing? How much is "multiple times?"

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Notice-

-Length of the audio for grades 3-5 similar to what it would be for secondary grades

-erroneous information included almost distracting information (extra details) that could get confusing when determining the 3 phases of the frog life cycle.

-They can only listen to the presentation once.

Wonder-

-What will the rubrics look like comparing grades 3-5 vs. grades 6-12?

-What kinds of notetaking skills are students in grades 3-5 being taught to help them prepare to answer this question?

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Notice: rubric, minimum to capture 2. Speed and amount of info thrown at the students. why only one time, no pausing

wonder: why? because any other test you get to hear more

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What do you notice?

Important to have students understand the rubric. They have to be able to pull key details, not word for word. Important to provide note-taking practice. Important to add the designated support of repeating the presentation.

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This is an extremely challenging task. Students need the ability to listen, synthesize information, and take notes. In many academic classes, students are given graphic organizers, partially completed graphic organizers, or sentence stems. Teachers across the curriculum may need to rethink how/when they are asking students to take notes.

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SAY boxes in DFA need to be changed. Add a SAY script for students who have the designated support of pause/replay. It should not be an "i" note in the DFA.

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SAY boxes in DFA need to be changed. Add a SAY script for students who have the designated support of pause/replay. It should not be an "i" note in the DFA.

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How do you administer an Interim assessment? How do you enter handscore?